Lesson Overview: This lesson will provide the students with the basic understanding of the anatomy of the human brain. During this leeson SIC students will listen to a short lecture about the 3 main regions of the brain as well as the different lobes. As they listen to the lecture they will also label and color the regions during the discussion. After, they will engage in an activity that gives a hands on approach to understanding the consistancy SIC and weight of a human brain. This lesson is part of a curriculum for 7th grade middle schoolers, also it will fulfill the national science standards dealing with structure and functions of systems and regulation and behavior.
Learning Performances: After today's lesson the students will be able to understand:
the functions and roles of each part of the human brain.
how a human is affected if certain parts of the brain are damaged.
that the human brain weighs about 3 pounds. (through hands on activity)
that the human adult brain is the size of two fists pressed together.
IT WILL BE EASIER TO DESIGN ASSESSMENTS IF YOU STATE YOUR OBJECTIVES IN TERMS OF WHAT STUDENTS SHOULD BE ABLE TO DO WITH THEIR UNDERSTANDINGS. THE WAY THIS IS WORDED NOW, IT SOUNDS LIKE YOU ARE JUST AIMING FOR STUDENTS TO BE ABLE TO RECALL SOME FACTS ABOUT HE BRAIN.
Hot water, potato flakes, sand, gallon-sized ziploc bags and red food coloring (optional)
Required Time: One 90 minute block period
Instructional Sequence
Introducing the Lesson:
To introduce this lesson I will stress that the brain is a marvelously complex and intricate organ of the body and that neurologists are learning new things about its workings every day. However, there are some things that we do already know about the brain's structure and function. This lesson will be a brief introduction to this amazing control center of our bodies.
Thus far this lesson is the first of the anatomy lessons. Some ways to hook my students into this activity would be to ask questions such as: "Have you ever wondered why if you hit the back of your head you would see stars?" or "Has anyone ever made a mistake and a friend joked with you about whether you have had a frontal lobe lobotomy?" Each of these questions could lead me into explaining how the different parts of the brain control different functions within your body. I will take answers and feedback from students for a couple of minutes before beginning the first instructional activity.
WILL YOU TELL THE STUDENTS WHAT THE OBJECTIVES FOR THE LESSON ARE? WILL YOU POST THEM SOMEWHERE?
Instructional Activities:
Next, I will show students an overhead of a basic unlabeled brain diagram (shown to the above right) and pass out an identical worksheet.
I will introduce the lesson as "mapping the brain" and start from the innermost section and work my way out.
To add inquiry to this lesson I will I will ask the students before I go over each region what they think it's function could be. (As a way to include communication of scientific explanations.).
Next I will start with the 3 main areas of the brain: (While I am going over this the students will be coloring in these regions as I do on the overhead as well as taking notes in their notebook, I will be careful to pace myself during this process.)
The brain stem, responsible for basic body functions such as heartbeat regulation.
The cerebellum, responsible for things such as balance and muscular coordination.
The cerebrum, made of two distinct hemispheres and responsible for higher brain functions including thinking and emotions.
After the 3 main regions have been covered I will transition into the different lobes of the brain and begin the same process as the latter mentioned.
HOW DO WE KNOW THIS? CAN YOU SHOW THEM SOME EVIDENCE? HOW DOES THE STRUCTURE/FUNCTION OF BRAIN REGIONS RELATE TO OUR EVOLUTIONARY HISTORY?
WILL YOU GIVE AN EXAMPLE OF AN EFFECT OF INJURY TO THIS PART OF THE BRAIN AND ITS EFFECTS?
The front parts of the brain are called the frontal lobes. These lobes are responsible for reasoning and higher brain functions.
The upper middle lobes are the parietal lobes, responsible for touch.
The lower middle lobes (nearest the ears in a person) are the temporal lobes, responsible for hearing.
The back lobes are the occipital lobes, responsible for vision.
After the note-taking and coloring of regions and lobes is completed I will pass out the materials needed for the hands on and WOW factor part of the lesson. The materials will have already been placed in bins ready to be passed out to the students whom are already placed in pairs.
Students will be measuring out the previously mentioned materials of instant potato flakes, hot water, clean sand, and red food coloring which is optional. The measurements are as follows: (and are to be mixed in a 1 gallon ziploc bag)
1.5 cups instant potato flakes
2.5 cups hot water
2 cups clean sand
4 tablespoons of red food coloring (optional)
I will instruct the students to combine all of the ingredients in the ziploc bag and mix thoroughly. It should weigh about 3 lbs. (and have the consistency of a real brain!!!)
Next, the students will be instructed to make observations and record data about this experiment on a piece of paper in their notebooks and then to place their "brain bags" in a labeled receptacle.
Once this is complete the students will have about 20 minutes left of class.
Concluding the Lesson & Assessing Student Understanding
With 20 minutes remaining the students will be instructed that they will be given a 7-10 minute, 10 questioned open notebook quiz on today's lesson. This will act as mostly a motivator for good note-taking but also act as a great way to reiterate this day's topic.
Quiz:
THIS SEEMS TO BE LARGELY VOCABULARY. IS THERE ANYTHING ELSE THEY SHOULD KNOW?
QUIZ ON BASIC BRAIN ANATOMY
NAME: _ Date: _ Period:__
Refer to the following diagram of a brain to answer the following questions. Circle the letter of the answer that you feel best answers the question.
1. The lobe of the brain important for vision is called:
a. the temporal lobe c. the parietal lobe
b. the occipital lobe d. the frontal lobe
2. The lobe of the brain important for the sense of touch is called:
a. the temporal lobe c. the parietal lobe
b. the occipital lobe d. the frontal lobe
3. The lobe of the brain important for hearing is called:
a. the temporal lobe c. the parietal lobe
b. the occipital lobe d. the frontal lobe
4. The lobe of the brain important for reasoning is called:
a. the temporal lobe c. the parietal lobe
b. the occipital lobe d. the frontal lobe
5. The lobe on the diagram labeled 1 is:
a. the temporal lobe c. the parietal lobe
b. the occipital lobe d. the frontal lobe
6. The lobe on the diagram labeled 2 is:
a. the temporal lobe c. the parietal lobe
b. the occipital lobe d. the frontal lobe
7. The lobe on the diagram labeled 3 is:
a. the temporal lobe c. the parietal lobe
b. the occipital lobe d. the frontal lobe
8. The lobe on the diagram labeled 4 is:
a. the temporal lobe c. the parietal lobe
b. the occipital lobe d. the frontal lobe
9. An adult brain weighs approximately:
a. 1 lb. b. 3 lb. c. 5 lb. d. 7 lb.
10. A person's brain is about the size of:
a. their heart b. their stomach c. 1 fist d. 2 fists
Answers: 1.b 2.c 3.a 4.d 5.b 6.c 7.a 8.d 9.b 10. d
At this point the students will have about 10 minutes before the end of class.
Homework will be written on the board. Since a lot of material was covered in class homework will be to study their notes and diagrams as they will be studying the brain for a while and will need to know the basics.
Cautions: The water used in today's experiment needs to be at a higher temperature than warm, but much cooler than boiling. Still, needs to be handled with care. Sources: Nerouscience for Kids on the web Teaching Resources: Resource manuals on the Anatomy of the human brain, Videos for video assignments (optional)
1. Completeness
3 - Lesson and Rationale are complete.
2 - All parts of LP are done, but rationale is missing.
1 - There are parts of the LP that are either missing or incomplete.
2. Instructional Activities include:
(1) • Teacher-led opportunities for experiencing and representing the content
(0) • Questions and prompts that promote students thinking about concepts of the lesson
(0) • Clear links that establish the purpose of the lesson
3. Assessment
3 - There is an assessment strategy and a key for each activity.
2. There are assessment strategies and keys for some of the activities.
1. There are suggestions for assessment strategies but no keys.
0 - There are no assessment strategies included.
4. Rationale
1 - A rationale for the lesson's activities was included.
0 - No rationale for the lesson's activities was included.
EDC 430 - Demo Lesson Evaluation
Name: CARRIE B
Score: 4 / 10
Lesson Text:
Title: Anatomy of the Brain
Grade Level: 7th
Course: Middle School Physical and Life Sciences
Lesson Overview: This lesson will provide the students with the basic understanding of the anatomy of the human brain. During this leeson SIC students will listen to a short lecture about the 3 main regions of the brain as well as the different lobes. As they listen to the lecture they will also label and color the regions during the discussion. After, they will engage in an activity that gives a hands on approach to understanding the consistancy SIC and weight of a human brain. This lesson is part of a curriculum for 7th grade middle schoolers, also it will fulfill the national science standards dealing with structure and functions of systems and regulation and behavior.
Learning Performances: After today's lesson the students will be able to understand:
- key terms such as: brain stem, cerebrum, cerebellum, medulla, frontal lobe, parietal lobe, occipital lobe, temporal lobe.
- the functions and roles of each part of the human brain.
- how a human is affected if certain parts of the brain are damaged.
- that the human brain weighs about 3 pounds. (through hands on activity)
- that the human adult brain is the size of two fists pressed together.
IT WILL BE EASIER TO DESIGN ASSESSMENTS IF YOU STATE YOUR OBJECTIVES IN TERMS OF WHAT STUDENTS SHOULD BE ABLE TO DO WITH THEIR UNDERSTANDINGS. THE WAY THIS IS WORDED NOW, IT SOUNDS LIKE YOU ARE JUST AIMING FOR STUDENTS TO BE ABLE TO RECALL SOME FACTS ABOUT HE BRAIN.Link to National Science Standard:
Table 6.3 Life Science Standards level 5-8; Structure and function in living systems, Regulation and behavior
Materials Needed:
Required Time: One 90 minute block period
Instructional Sequence
Introducing the Lesson:
- To introduce this lesson I will stress that the brain is a marvelously complex and intricate organ of the body and that neurologists are learning new things about its workings every day. However, there are some things that we do already know about the brain's structure and function. This lesson will be a brief introduction to this amazing control center of our bodies.
- Thus far this lesson is the first of the anatomy lessons. Some ways to hook my students into this activity would be to ask questions such as: "Have you ever wondered why if you hit the back of your head you would see stars?" or "Has anyone ever made a mistake and a friend joked with you about whether you have had a frontal lobe lobotomy?" Each of these questions could lead me into explaining how the different parts of the brain control different functions within your body. I will take answers and feedback from students for a couple of minutes before beginning the first instructional activity.
WILL YOU TELL THE STUDENTS WHAT THE OBJECTIVES FOR THE LESSON ARE? WILL YOU POST THEM SOMEWHERE?Instructional Activities:
- After the 3 main regions have been covered I will transition into the different lobes of the brain and begin the same process as the latter mentioned.
HOW DO WE KNOW THIS? CAN YOU SHOW THEM SOME EVIDENCE? HOW DOES THE STRUCTURE/FUNCTION OF BRAIN REGIONS RELATE TO OUR EVOLUTIONARY HISTORY?WILL YOU GIVE AN EXAMPLE OF AN EFFECT OF INJURY TO THIS PART OF THE BRAIN AND ITS EFFECTS?
SOME PLACES TO LOOK: (FROM GOOGLE SEARCH OF "BRAIN INJURY VIDEO"):
http://www.birf.info/education/media-center/media-main.html
http://www.neuroskills.com/edu/ceufunction3.shtml
Concluding the Lesson & Assessing Student Understanding
THIS SEEMS TO BE LARGELY VOCABULARY. IS THERE ANYTHING ELSE THEY SHOULD KNOW?
QUIZ ON BASIC BRAIN ANATOMY
NAME: _ Date: _ Period:__
Refer to the following diagram of a brain to answer the following questions. Circle the letter of the answer that you feel best answers the question.
1. The lobe of the brain important for vision is called: a. the temporal lobe c. the parietal lobe b. the occipital lobe d. the frontal lobe 2. The lobe of the brain important for the sense of touch is called: a. the temporal lobe c. the parietal lobe b. the occipital lobe d. the frontal lobe 3. The lobe of the brain important for hearing is called: a. the temporal lobe c. the parietal lobe b. the occipital lobe d. the frontal lobe 4. The lobe of the brain important for reasoning is called: a. the temporal lobe c. the parietal lobe b. the occipital lobe d. the frontal lobe 5. The lobe on the diagram labeled 1 is: a. the temporal lobe c. the parietal lobe b. the occipital lobe d. the frontal lobe 6. The lobe on the diagram labeled 2 is: a. the temporal lobe c. the parietal lobe b. the occipital lobe d. the frontal lobe 7. The lobe on the diagram labeled 3 is: a. the temporal lobe c. the parietal lobe b. the occipital lobe d. the frontal lobe 8. The lobe on the diagram labeled 4 is: a. the temporal lobe c. the parietal lobe b. the occipital lobe d. the frontal lobe 9. An adult brain weighs approximately: a. 1 lb. b. 3 lb. c. 5 lb. d. 7 lb. 10. A person's brain is about the size of: a. their heart b. their stomach c. 1 fist d. 2 fists Answers: 1.b 2.c 3.a 4.d 5.b 6.c 7.a 8.d 9.b 10. d- At this point the students will have about 10 minutes before the end of class.
- Homework will be written on the board. Since a lot of material was covered in class homework will be to study their notes and diagrams as they will be studying the brain for a while and will need to know the basics.
Cautions: The water used in today's experiment needs to be at a higher temperature than warm, but much cooler than boiling. Still, needs to be handled with care.Sources: Nerouscience for Kids on the web
Teaching Resources: Resource manuals on the Anatomy of the human brain, Videos for video assignments (optional)
1. Completeness
2. Instructional Activities include:
(1) • Teacher-led opportunities for experiencing and representing the content(0) • Questions and prompts that promote students thinking about concepts of the lesson
(0) • Clear links that establish the purpose of the lesson
3. Assessment
4. Rationale
5. Comments: